UNIVERSAL DESIGN FOR LEARNING (UDL) FOR INCLUSIVE AND EFFECTIVE ENGLISH LANGUAGE TEACHING IN UZBEKISTAN

Abstract

In recent years, the education system of Uzbekistan has undergone significant reforms aimed at improving quality, inclusivity, and accessibility, particularly in foreign language education. English language classrooms today are characterized by learner diversity in terms of linguistic background, cognitive abilities, motivation, learning styles, and socio-cultural experiences. This diversity necessitates flexible and learner-centered pedagogical approaches.

Universal Design for Learning (UDL) is an educational framework that promotes inclusive teaching by providing multiple means of engagement, representation, and action and expression. This article explores the theoretical foundations of UDL and examines its practical application in English Language Teaching (ELT) within the context of Uzbekistan. The study highlights how UDL principles can enhance learner participation, reduce learning barriers, and support differentiated instruction in English classrooms. Additionally, the article discusses challenges and opportunities related to implementing UDL in Uzbek educational institutions and offers practical recommendations for teachers, curriculum developers, and policymakers. The findings suggest that integrating UDL into ELT can significantly contribute to more inclusive, effective, and sustainable language education in Uzbekistan.